Another author independently examined the same teachers’ responses. The first author reviewed all the transcripts and coded all the themes.
Fourthly, the frequencies of the competencies described by teachers were calculated. Thirdly, axial coding was used to connect the concepts and named by a concept of a higher level. Secondly, the main concepts were categorized. First, open coding is used to conceptualize and classify the phenomenon by word for word analysis. After the video and transcriptions were prepared, a group of researchers coded the transcripts and generated competency categories that were described by the teachers.
Interviews were conducted with public secondary school teachers in Beijing of China to examine their views about innovative teaching competencies.Īll interviews were videotaped and transcribed. We also aim to estimate the weight indexes of each competency that contributes to the overall core innovative teaching competencies. Building on qualitative research methods this research aims to explore which competencies are critical for innovative teaching of secondary school teachers. The basic research question of this research is: what are the core competencies for innovative teaching as perceived by secondary school teachers? Based on the theoretical base, we hypothesize that innovative teachers represent some common competencies that lead to innovative teaching. Previous research describes some features and qualities of innovative teachers, such as forward thinking, the ability to improve student interest and inspire student innovative thinking by using diverse, innovative teaching skills in teaching, the ability to change the their teaching methods based on individual differences of students, the ability to use multiple evaluation methods and the ability to utilize multimedia and life materials to enrich teaching content (Uzkurt, 2008 Rogers, 1995 Chen, 2002). Although some previous studies have examined the features or qualities of innovative teachers (Rogers, 1995 Ha and Stoel, 2004 Sahin and Thompson, 2006 Jin, 2008 Chen ,2002 Zhang, 2000), there is a lack of research in this area, and both theoretical and empirical base is not sufficiently developed to be able to define the core competencies of innovative teaching from the views of teachers.Ĭompetency is generally defined as the level of integration of knowledge, skills, and attitudes (Stoof, Martens, & Van Merrienboer & Bastiaens, 2002 Tigelaar et al., 2004). More importantly, there seems to be no consistent views about what are the key competencies of innovative teaching of teachers. Some research points out that many teachers are lack of competencies for innovative teaching in general (Lin et al. Changes in teaching practices are extremely difficult to accomplish (Sharan et al. But in many cases, educational innovations produced unsatisfactory results. And teachers’ innovative teaching is a main source to nurture students’ innovation. Educating for student creativity and innovation has become an indispensable task of educational institutions (Kilicer, 2009). Just as 'innovate or die' has become one of the mantras of today's economy, innovation in education is increasingly recognized as fundamental to equip new generations of students for the changing society.
0 kommentar(er)
